Jigsaw reading教学法的介绍及其应用

JigsawreadingWhatis“Jigsaw”?Ifthejigsawpuzzleisdividedintofourparts,eachofthefourplayerskeeps1part.Whatshouldthefourplayersdotocompletethejigsaw?CooperateThisiswhatjigsawreadingisallabout.JigsawActivitiesAjigsawactivityisagroupactivityinwhicheachmemberisdependentontheothersforpartoftheinfo.Inotherwords,inordertocompleteatask,groupmembersmustcooperate.StudentAsStudentBsStudentCsStudentDseachmemberisdependentontheothersforpartoftheinfoCOMMENTS:Ajigsawprovidesagoodwayforstaffmemberstolearnnewcontentandalsoprovidesanopportunityforstaffmemberstoteacheachotherwhattheyhavelearned.Iscooperationnecessaryandessentialinreading?Directions1PreparereadingmaterialProvidefourarticlesorlongerarticlesthathavebeenbrokendownintofoursections.2JigsawgroupsStudentsareputintogroupsoffour--theirjigsawgroups.Withinthesegroups,eachpersonisassignedadifferentletter:A,B,C,D,whichwillcorrespondtoanassignedtext(A,B,C,D).ABCDStudentsaremadetorealizethattheyareresponsibleforthesuccessorfailureofeveryoneontheirteam.Theydothisbybeingresponsibleforcommunicatingtheinformationtheylearnintheirexpertgroups.Beforemovingintotheirexpertgroups,studentsaretoldtorememberwhoisintheirjigsawgroup,becausetheywillreassemblelatertoshareandbetestedonwhattheyhavelearnedintheirexpertgroups.SohereitisimportanttomakeSs“high”—completelygetinvolved.3ExpertGroups:Next,theteacherdividesstudentsintoexpertgroupsbyputtingalloftheA’sinonegroup,alloftheB’sinonegroup,alloftheC’sinonegroupandalloftheD’sinonegroup.ABCDABCDABCDABCDGroupAGroupBGroupCGroupDJigsawgroupExpertgroup3ExpertGroups:Theteacherinformsthegroupsthatitisthetaskofeveryoneintheexpertgrouptoensurethateveryoneelseinthatgroupthoroughlyunderstandswhattheyread.TheteacherpassesoutthereadingtextletteredA,B,C,andD.Theteacherdoessomepre-readingexercises.Forexample:skimmingthereadingandfindthegist;solvingnewwordstogetherThentheyareaskedtosharewhattheyhavelearnedandtosharetheanswerstoexerciseswithintheexpertgroup.Theyshouldalsobeencouragedtorehearseexactlywhattheywillsaywhentheygobacktotheirjigsawgroups.Itisimportanttogivestudentssufficienttimetodothis,ortheywillnotlearnthematerialthoroughlyandtheteacherwillfindthattheytendtoreadthematerialwhentheyreturnbacktotheirjigsawgroups.Theteachermaygivestudentswrittenororalinstructionsforcarryingouttheirexpertgroupassignment.Thefollowinginstructionsprovidesanexample.1.Readyourpassagequicklyforgeneralcomprehension.2.Readthepassageagain,andmakesureyouknowallofthevocabulary.3.Dothevocabularyandcomprehensionquestionsandthenchecktheminyourexpertgroup,sothatyouaresureyoucanteachthestoryandvocabularytoyourjigsawgrouplater.4.Consultyourteacherifthereissomethingyoudon'tunderstand.5.Role-playwithyourneighborhowyouwilltellyourstoryandteachnewvocabularywhenyourejoinyourjigsawgroup.4JigsawGroupsRevisited:StudentsaredirectedtoreturntotheirJigsawgroups.Eachpersontakesaturntoexplainthecontentofhisorherreading,andtoteachthevocabularyandotherpartsoftheteacher'sassignment.ABCDTheteacherinstructsstudentstoensurethateveryoneintheirgroupunderstandseveryaspectofthetextofeveryoneelseinthejigsawgroup.Theteachergiveseachstudentatimelimit,butensuresthatthereissufficienttimetocompletethetask.Othersinthegroupshouldaskquestionstogetclarification.“Whatdoes…mean?”Theteacheralsoinstructsstudentshowmuchtotaltimethegrouphasbeforetheywillbetestedasagroup.Theteachertellsstudentsthatthetestwillincludequestionsfromalltexts,andthatthejigsawgroupswillreceiveagroupmarkdependinguponhowwelleachindividualinthegroupachievedonthetest.5Testing:Studentswritethetest.Theteachermaytestthegroupasawhole,orindividualsinthegroup.6Assessing:Itisdesirabletoreceivefeedbackfromthestudentsandbuildanawarenessofcooperationbyaskingquestionssuchas:Howdidyourgroupdointhetest?Howcouldyouhavedonebetter?Whatdidyouobserveaboutthegroupinteractions?Whatdidyouthinkwasmosteffectiveinthisexercise?Whatdidyouthinkwasleasteffective?Sumup:l.Findanappropriatetext(s),andabetterwaystoadaptitforajigsawreadingexercise.2.Dividethereadingintosections,ordevisedifferentversionsofthesamestoryforexpertgroups.Sumup:3.Formulatesomeexercisesthatwillhelpstudentsreadandunderstanddifficultwordsandsentencesintheirexpertgroupswhichwilllaterbesharedinjigsawgroups.4.BesuretheformatoftheexercisesissuchthatstudentscantakebacktheinformationtotheirjigsawgroupsSumup:5.Formulatesomeguidelinesfordiscussionforjigsawgroups.6.Deviseashorttesttoevaluatejigsawgroups'comprehensionoftext(s).Students’responsibilitiesThestudents'responsibilitiesincooperativelearningaretoworkontheassignedtasksasacooperativegroup.Eachstudentisresponsibleforthesuccessorfailureoftheothers.IfStudentAdoesnothelpStudentB,thenbothstudentswillfail.Teacher’sroleTheteacher'sroleistosetupreasonable,realistic,challengingactivities,andcommunicatetherulesforcarryingoutthoseactivities.Therulesshouldbeconducivetothephilosophyofcooperation.Teacher’sroleOnceateacherhasclearlylaidoutthetasksandmotivatedtheactivity,sheorheshouldstepback,actingonlyasafacilitatorsothatstudentscanusetheirinventivenessandcreativitytosolvetheproblem.A